Title

The influence of guided inquiry and explicit instruction on K-6 teachers' views of nature of science

Document Type

Article

Publication Date

10-1-2007

Department

Curriculum & Instruction

Abstract

This study assessed the influence of guided inquiry and explicit reflective instruction on K-6 teachers' views of nature of science (NOS). Using the Views of Nature of Science Elementary School Version 2 (VNOS-D2), and associated interviews we tracked the changes in NOS views of teacher participants prior to and following a summer professional development program. The teachers participated in guided inquiry to improve physics knowledge, and explicit-reflective NOS activities to improve their views of NOS. Videotaped records of the workshop ensured that explicit reflective NOS instruction took place in conjunction with physics inquiry instruction. Analysis indicated that teachers improved their NOS views by the conclusion of the institute Implications for providing professional development combining inquiry and NOS instruction are made. © 2007 Springer Science+Business Media, Inc.

DOI

10.1007/s10972-007-9065-4

First Page

751

Last Page

772

Publication Title

Journal of Science Teacher Education

Comments

At the time of publication, Theresa A. Cullen was affiliated with University of Oklahoma.

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